ERIC ED387753: Challenging Students to Higher Standards through Advanced Placement.

13 Pages·1995·0.35 MB·English

by  ERIC

DOCUMENT RESUME
CG 026 540
ED 387 753
Creech, Joseph D.
AUTHOR
Challenging Students to Higher Standards through
TITLE
Adv'anced Placement.
Southern Regional Education Board, Atlanta, Ga.
INSTITUTION
PUB DATE
95
NOTE
13p.
Research/Technical (143)
Reports
PUB TYPE
MFOI/PC01 Plus Postage.
EDRS PRICE
Academic Achievement; Academically Gifted;
DESCRIPTORS
Acceleration (Education); *Advanced Courses;
*Advanced Placement; *Advanced Placement Programs;
Advanced Students; Articulation (Education); College
School Cooperation; Equivalency Tests; High Schools;
Honors Curriculum
ABSTRACT
The percentage of students taking more challenging
courses in high school is dramatically higher now than in the early
1980s. The growth in number of students and schools participating in
Advanced Placement (AP) courses is equally dramatic. AP courses are
designed by college faculty and by experienced high school faculty.
They are an example of schools and colleges working together to
develop higher content and performance standards. Almost 3,400 high
schools in Southern Regional Educational Board states offer AP
courses--about twice as many as 10 years ago. More than 146,000 high
school students in these states completed AP courses in 1994. Most
students in this region who take AP examinations score high enough to
high
earn credit at colleges and universities. Those who do not score
enough to earn college credit perform better in college than students
who have not taken AP courses. Incorporating AP courses into a
school's curriculum is not easy, however. State departments of
education encourage participation in AP courses, but most do not
develop comprehensive or special initiatives to support it. States
offerings through:
are encouraged to expand and improve AP course
training seminars for AP teachers; funding part or all of AP
examinaLion fees for students; and providing incentives for schools
to participate in AP programs. (KW)
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Reproductions supplied by EDRS are the best that can be made
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4
Challenging Students to Higher Standards
Through Advanced Placement
U S DEPARTMENT OF EDUCATION
(Dike of Etluoalionai Researoo aol ororovnloPoi
"PERMISSION TO REPRODUCE THIS
EDUCATIONAL RESOURCES INFORMATION
MATERIAL HAS BEEN GRANTED BY
CENTER (ERIC)
O This document has been reproduced as
received from the person or organization
originating it
O Minor changes have been made to
Improve reproduction quality
Points of view or opinions stated in this
TO THE EDUCATIONAL RESOURCES
document do not necessarily represent
official OERI position or policy
INFORMATION CENTER (ERIC).-
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Southern Regional Education Board
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AVAILABLE
BEST COY
2
lc,-.)
BY THE YEAR 2000
Student achievement for elementary and secondary
students will be at national levels or higher.
pi,. Education
sR1:11
Comtnis.sion for Educational Quality 1988
In its 1981 report, The Need fin- Quality, the Southern Regional Education Board
sounded this challenge: "The wyal is to surpass minimum competencies. to achieve
substantial improvement above minimum expectations." Thday's high schocAseniors
were in kindergarten. The South and the nation were focused on setting minimum
competency standards. but SREB was already urging states to raise expectations.
Fifteen years later. more high school graduates are meeting the challenge to sur-
fact that more stu-
pass minimum expectations. Often lost in today's headlines is the
dents than ever beforeand a higher percentage of studentsare graduating from
high school with advanced placement courses and college credits.
The number of high school students taking college-level courses has more than
quadrupled in ten years. While the proportion of students taking advanced placement
advanced placement
courses in high school is still small, it is not insignificant. "Thday's
students would fill almost one-half of the freshman classes at all public four-year col-
leges and universities in the SREB states.
In the 1980s, the AMion 's Report Card, published by the National Assessment of
Educational Progress, reported that SREB states led the nation in raising student
achievement at the basic levels of pertOrmance. The emphasis on minimum compe-
modest
tency did raise achievement for many students. hut the improvements were
and at the lower skill levels. These efforts did not challenge students to reach high
standards of performance.
Advanced placement courses in high school and dual enrollment of high school
seniors in freshman college courses are two ways that communities and states can
help more students extend their academic reach. This report is intended to help you
efforts to challenge students to meet
gauge how your schooi or your state is doing in
higher standards and to help them succeed.
Mark D. Musick, President
Southern Regional Education Board
STUDINT ACHIEVEMENT
Challenging Students to Higher Standards
Through Advanced Placement
"The standards of Advanced Placement positively affect the entire academic pro-
gram by setting expectations that exceed minimum competencies. Everyone in a school
must work together; successful Advanced Placement programs are not accidents."
An AP English teacher from Eastern Guilford (N.C.) High School
Three students wearing shoukler pads
dramatically higher now than in the early
and football jerseys are hunched over sheets
1980s. About 54 percent of the South's high
of paper. The paper doesn't contain defen-
school graduates complete at least four En-
sive or offensive plays, hut a math problem in
glish, three social studies. twee science, and
three mathematics coursescompared to
the Advanced Placement calculus course they
take between school and foothall practice.
only 13 percent a decade ago.
They will bc on,the field 30 minutes late, so
The explosion in the number of students
they %year their jer;;eys and pads to class.
and schools participating in the Advanced
These three South Carolina high school
Placement (AP) program is equally dramatic.
The number of students completing these
seniors want to play football: they also want
to complete a course that can lead to credit
college-level (ourses in high school has
for the first semester of college calculus.
doubled in the last five years and quadrupled
They are among thousands of high school
since 1984. By completing several Advanced
students in South Carolina and other SREB
Placement courses, high school students can
states who will enter college having already
save time and money, and they have more
completed one or more college-level courses.
choices about which courses they take when
they enter college. The Advanced Placement
This true story illustrates some or the
program helps students complete their col-
best news about student achievement in the
lege degrees earlier and take courses they
1990s. The percentage of students taking
would not otherwise have time for.
more challenging courses in high school is
How does Advanced Placement work?
Advanced Placement courses, supporting
"The greatest benefit of taking an .41' class
is to gain a realistic introduction to the expecta-
materials, and national examinations are de-
tions of demanding college courses.
gives
signed joinill. by college faculty who teach
students an excellent opportunity to develop
introducuwv o illege courses and by ex-
good study habits, to practice problem-solving
perienced high school faculty who teach
skills, and to acquire the self discipline needed
Advanced Placement courses. The most
for success in college."
popular Advanced Placement courses are
A Nwth (arolina State I .nnersin tn
isx pitiless( ir
This rcpt
pry Fau«ahmal l'Hhcze%
( wet 11. SR/11.1.,c(it hue Oin% fur h assIstants
I( iseph
%%,ts prcparcd 1)%
up, ill
lnIortilantm and t tquramilcd
JcimiIcr Burk(' and .11Inc 1.1gathcicd 11111( h
3
4
HOW MANY SCHOOLS OFFER COLLEGE-CRED1T COURSES?
Percent of Public Secondary Schools* Offering Advanced Placement Courses in SREB States
LESS THAN 4-07:
,
OF PUBLIC SCHOOLS
OF MILK SCHOOLS
all
75X OR MORE
OF PUBLIC SCHOOLS
5
'The College Board Vlunced Nat:einem FAminnation Simistics.
Igo '4
Source:,
\\
Dc \,(1.1s)
DigN of klucanon swistics log
I S I hpartincill or Et
I no t the most t wren( sear atmlable)
l' «mtlid,Ites I I4/9-411-)\ total yubluc high st [tools in
!ding the numbers of high '<hook \sitli
Percents are toinpuletl IA
.STDENT-ACHIEVEMENT
Ilistory English literature and o
hirmance. and it establishes a tough nancinal
lion. calcuhis. and bic)logy. I hgh Nchuo Is may
standard fcw judging results. Nig only do
thcise students who take AP courses benefit.
also oiler .\dvanced Placement courses in art.
but so do those in lower grades. When high
chemistry. computer science, economics.
schools add AP courses. there is often a
European I listory. French. German. govern-
-ripple- effect that can raise the academic
ment and pohtics. Lain. inusic, physics.
level of the entire schc)c)I. OfkTing AP calcu-
psycholcigy. and Spanish.
lus in grade 11 or 12 means that algebra.
Many colleges and universities follow the
trigonometry and other pre-calculus courses
American Council on Education's recommen-
must be available to students in earlier grades
dation and award oillege credit for a grade
and MUM be taught to higher standards.
of 3 or higher on any Advanced Placement
AP is an example (If schools and colleges
examination. Some colleges may require a
working u)gether to develcip cc intent and
score of I or 5 hir credit in some subjects.
perhirmance standards. The piograin repre-
Of the 2.900 colleges and universities in the
sents agreements between college faculty and
nation that award credit for AP courses.
teachers about important course
high schoc
about 1,400 (almost -100 in (le SREB states)
content. student competence. and assess-
will grant as much as a full Year of college
ment. In-service training for teachers and ad-
credit based on a student's performance on
ministrators is used to share information,
the examinations.
teaching methods, and the development of
course matenals. ale college Lredits pn wide
The AP pnigram represents high qualit
incentives for students to excel.
content and a high standard of student per-
How many high schools offer Advanced Placement?
More than 50 percent of the schools in
Almost 3.400 (2,750 public and (20 pri-
Kentucky and Tennessee and almost 50 per-
vate) high schools in SREB states offer Ad-
cent of those in Mississippi offer at least one
vanced Placementabout twice as many as
Advanced Placement course. Less than 40
ten years ago. In fact, in 1994 the combined
pecent of public schools in Texas, Arkansas,
number of high schools (1,828) offering Ad-
Louisiana, and Oklahoma participate.
vanced Placement in just five SREB states
(Florida, Georgia, North Carolina, "Ii2xas and
Virginia's Thomas Jefferson High Scho(11
Virginia) was greater than the number offer-
of Science and Technology, Texas' Plano
ing Advanced Placement in all the SREB
Senior High School, and Florida's Staunton
states ten years ago (1,727).
College Preparat(iry School led the natkin
in the number of examinations given in
In 1994, Advanced Placement courses
199.4. Florida's Coral Gables High School
were part of the curriculum in 55 percent
of the region's public schocilsup from
was close behind in seventh place. At these
four sell( a As 2,500 students lc a ik almost
43 percent live years earlier. Alabama, FIcirkla,
5,500 AP examinations last year.
Georgia, Mardand, North Carolina. South
Carolina, Virginia, and West Virginia offer
Advanced Place client cc iurses in at least
-0 percent of their public high scluicils.
STUDENT ACHIEVEMENT
HOW MANY STUDENTS TAKE AP EXAMS
11)1,327
AND HOW MANY EXAMS DO THEY TAKE?
Aerzee-
.627,ay
SREB States
.4927.17,r --
145,138
4:527,47.re
adr,M7',""
654e/.6-
alir,i7e7Ar4-
119,949
1(2 6,273
.627.0g--
101,848
700
AVAMTAV.,4-
Avrezczi- --
AO_
4170,ay
asrov:00-1,e-
.6'
42,105
4sre77,#-_--
70,673
49:
.A4"
-6n,359
as:
.e4
49.1"ZVE
as;
43,016
42,683
c-
as.
fit
.e
.A4
'
4s!
/64
55:44-2it
g-zr
Acr
AV
62.
.,aro
Aert,
Alefrir",
41;reee,...
Sourcm The College Board. Advanced Placement Examination Statistics. 1984 through 1994.
Who takes Advanced Placement courses and examinations?
"In an AP course, they don't just teach you to
leges. In Florida, for example, almost as many
recall dates o r who wrote which book. They try to
students took AP courses in 1994 (29,550) as
develop your thinking skills throughout the year,
there were freshmen in Florida's public and
and you come out knowing your stuff"
private four-year colleges and universities.
A Georgia high school senlor
The number of public high school students
taking AP examinations in Maryland, South
More than 146,000 high school students
Carolina, and Virginia would make up about
(125,000 in public high schools) in SREB
three-fourths of the freshmen at public four-
states completed AP courses last year. That is
year colleges in those states. In Georgia and
a small proportion of all high school juniors
North Carolina, they would make up more
and seniors, but it equals the number of stu-
than one-half of the freshmen at public four-
dents needed to till one-half of the freshmen
year colleges in those two states.
classes at all public four-year colleges and uni-
versities in the SREB states.
The nunther of minority students taking
AP courses is also up sharply. Blacks, Hispan-
The grc)wth has been so phenomenal in
ics, Asians, Native Americans, and other mi-
several states that the number of high school
nority groups now. account for about 25
students taking AP courses approaches the
percent of all AP students in SREB states.
number of freshmen enrolled in four-year (-01-
()
STiDENT ACHIVIEMENT-
How well do students petform on the Advanced Placement examinations?
"liven if I don't pass the examination. I won't
standing. The examinations are graded on a
be too upset because I know I'm a better writer
scale of 1 to 5. A grade of 5 is the average
now than I was at this time last year-
A'
score of college students who earned an
in lent
An AP En01,11 .4
comparable college course. A score of
in a
3 is the average score for those who earned
Almost three of five students in SREB
a L.
states who take Advanced Placement exami-
nations score high enough to earn credit at
AP examinations include multiple-choice
questions and tasks that require the students
most colleges and universities. That means
to write an essay, to solve problems and ex-
more than 113,000 students from SREB states
plain solutions, and to analrze data. Audio-
(five times the number 10 years ago) could
tape responses are used in the Spanish,
enter colleges and universities with advanced
What Percentage of
Advanced Placement Students
are Minorities?
Hispanic
Asian
Black
1994
1994
1994
1984
1984
1984
13 %
8 8
5 % 3 %
3 %
% %
United States
9
5 4 7 8
5
SREB States
1
4
15
2
Alabama
5
1
1
2
0
4
Arkansas
3
5
1
4 7
17
8
Florida
5
11
7
15
2
7
Georgia
1
1
3
0
Kentucky
1
1
1 1
4
5
6
12
11
Louisiana
1
14
9
4 3
8
Maryland
1
3
0
12
2
Mississippi
7
1
4
2
6 0
10
North Carolina
1
8
4
3
4
4
Oklahoma
1
5
3
0
10
6
South Carolina
1
0
5
3
10
13
Tennessee
1
6
16
13
9
2 3
Texas
10
3
3
7
7
Virginia
1
4
0
2 5
West Virginia
1
1
Native Americans were 5 percent of Oklahoma AP students in 1994. up from 2 percent in 1984
The College Board. Advance, Placement Examination statistics. 1984 and 1994.
Source
STUDENT ACHIEVEMENT
on the examinatRms. But with the exception
Frem h. and German language examinations.
Asian-Anierk ans, the prop( irtitin uf minor-
The AP grade in studio art IS based on a port-
(
ity student; so wing 3 w higher continues to
folio of student w.ork.
trail that of
hites both nati(mallv and region-
The questions that require cssa\ s and ex-
percent of Asian-
ally. In the SREB
state!,, oti
planations assess students depth of under-
Americans. hs percent of whites. -S9 percent
standing and ability to organize and present
of Hispanics, and 31 percent of blacks have
ideas. The more traditional multiple-choice
scores of 3
higher.
questions provkle a broader sampling of stu-
Studies show that even those students
dent km AvIedge and couse etwitent.
who do not so we high enough on the exami-
The percentages of examinant ins with
nations to earn o )Ilege credit are better pre-
scores of 3 or higher rztnge fo)m .4-;
per-
pared for college anti perftwm better in
cent in the SREB states. In tOur SREB states
college than students \\ ho do not take AP
Maryland. Oklahoma. Texas. and Virginia)
courses. Advanced Placement omrses give
the perentage equals or exceeds the national
students a sample of the omtent, skills,
average of 65 percem.
teaching methods, and expectations of col-
lege-level study. That experience akme serves
More African-, Ilispanic-, and Asian-
prospective college students well.
Americans are earning scores of 3 or higher
How can states encourage schools and students to participate
in Advanced Placement?
"We really worked hard. We sent a group of
comprehensive or special initiatives to sup-
teachers to workshops where they could learn the
port it. Maryland is a good example. Maryland
curriculum for Al' courses because it's much dif-
does not have a comprehensive statewide AP
ferent from the regular curriculum. And then we
policy, hut over 80 percent of Maryland's pub-
made an effort to explain the courses and their
lic high schools offer the courses, and Mary-
advantages to the students."
land ranks 8th nationally in the proportion of
Maryland h1gh si Is icnl prim
A
11th and 12th graders taking examinations.
Maryland's "passing rate" (--1 percent scoring
Incorporating Advanced Placement
3 or higher) on the examinations is above the
courses into a school's curriculum is not easy.
national average. TO achieve this rate, local
Classes are usually smaller (20 or fewer stu-
high schools and school systems had to es-
dent,) and require a(klitional equipment and
materials. They must he scheduled so they do
tablish pri( wines fin- staffing, teacher training,
and supplies and materials. But in many
not conflict with other required courses. Be-
states, local schools and school systems ak me
cause the courses are different from the regu-
do m have the rest turces and supp()rt
lar curriculum, teachers must he specially
needed to initiate and maintain a strong pro-
trained.
gram. In those states. Advanced Placement
In many states, individual public school
needs a jump-start.
districts coordinate and fund Advanced Place-
'Rventy states throughout the nation have
ment. State departments of educatiim en-
taken special initiatives to encourage partici-
courage participation hut do not develop
8
STUDENT ACHIEVEMENT
WHAT PERCENTAGE EARN COLLEGICREDIT?
1994 Advanced Placement Examinations with scores of 3 to 5.
iir====3"IimniE
r4F-1141ge
-
MS KY GA WV AL FL SC NC AR LA TN VA OK TX MD
N.
Note: Scores of 3-5 are accepted for colkge credit and aManced placement.
Source- The College Board. Achanced Placement Examination Statistics. l994
Requiring students to ccimplete AP
pation in the AP program Eleven are SREI3
courses for an honors diploma:
statesAlabama. Arkansas, Florida, Ge(wgia.
Kentucky, Mississippi, North Carolina, South
Creating statewide advisory councils and,
Carolina, Texas. Virginia, and West Virginia.
(Cr positions to coordinate AP activities
While the initiatives and funding vary from
and policies:
state to state, often they include these impor-
Incorporating AP courses into statewide
tant elements:
gifted an(! talented pl.( )grams.
Funding workshops and training ft)!
Technok)gv can also increase accessibility
teachers who will conduct the courses:
to AP courses. For example. selected courses
Providing aklitional funding to assist
and teacher training are available via satellite
local schools f w "start-up-
)sts:
through Oklahoma State l'niversity, South
(:arolina's Satellite Edm at lonal Resources
I the examin,t-
Funding all w a portion C
t.onsortium, and Virginia's Satellite Educa-
tkms fees (each examination costs S-1),
tional Network.
Requiring that schools offer AP courses
to be act retlited:
9
1 0